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Self-assessment for Self-Improvement

Self-assessment for Self-Improvement



Guide on the Falcons School for Girls policy on using 'self-assessment for self-improvement' to tranform learning

Guide on the Falcons School for Girls policy on using 'self-assessment for self-improvement' to tranform learning



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    Self-assessment for Self-Improvement Self-assessment for Self-Improvement Presentation Transcript

    • Self-Assessment for Self-Improvement Assessment for Learning
    • “ Example isn’t another way to teach, it is the only way to teach”
    • Objectives
      • • To understand the importance of self and peer assessments;
      • To learn new strategies for peer and self-assessment;
      • To understand the significance of plenary sessions
    • Continuum of Feedback
      • 1. Pupil self-assessment against success criteria
      • 2. Peer assessment
      • 3. Teacher assesses Pupil orally
      • 4. Teacher marks against success criteria and sets a target: ‘Next time…’
      • 5. Discussion of marking
    • Key Questions for You
      • How are you discerning what the students have learned from the lesson?
      • How are they discerning what they have learned and established how to improve ?
    • Key Questions for Students
      • What did you learn this lesson that you did not know before?
      • Which part of the lesson did you most enjoy ?
      • Which part of the lesson could you use a bit more help with?
      • Which of your achievements are you most proud of this lesson?
    • “ A teacher’s constant task is to take a room of live wires and see to it they’re grounded.” (E.C. McKenzie)
    • Every Lesson
      • Share W.A.L.T. (learning specific, not activity specific).
      • Refer to it throughout the lesson
      • Share success criteria (ideally, kids have copy)
      • Exemplar work to assess or improve
      • Make a point of giving time to reflect on your marking comments, esp. ‘Next time…’
      • Have pupils refer to their target for improvement
    • Self and Peer Assessment
      • Can’t expect the girls to make a fine distinction between a ‘level 3c’ and a ‘level 3b’, but we can expect them to evaluate their learning
      • ‘ Make it neater next time ’ or ‘ Make it sound more good’
    • No Desserts Contain Brussels Sprouts
    • Two Stars and a Wish (Peer Assessment) 
      • Two things they wish to compliment their peer on (the stars)…
      • … and one thing they think could be improved (the wish)
      • Make sure they know the lesson objective and what they are looking for (the success criteria)
    • Secret Admirer
      • Assign each member of class to someone else in
      • secret. The admirer’s task is (without admitting
      • to it) to pay their admire a sincere compliment
      • about their contribution to the project/group
      • task in secret – by writing anonymously on a
      • scrap of paper and redistributing
    • Guess Who?
      • Assign an admirer as you did with ‘Secret Admirer’, but rather than secretly submit their positive observation, the pupils announce their statement, starting with the phrase ‘The person I was admiring did/made/said/showed…’ and the class is left to guess who the admire was.
    • Role Reversal
      • Teacher takes on the role of a student who is not quite getting it right!
      • Students to grade your performance against the success criteria
      • Link with ‘traffic light’ – red if you’re getting it wrong; green if right, etc.
    • Challenge Mum
      • Girls have to spend 5-10 minutes ‘teaching’ a
      • parent about the concept covered in class.
      • The student and the parent then complete the
      • homework, and evaluate each other against the
      • success criteria.
    • Success Sorting
      • You require a series of cards or statements
      • which the girls need to exhibit in order to
      • succeed on the assignment, as well as some
      • cards detailing skills and features that would be
      • distracting or erroneous. Girls then sort which
      • card belongs in each class.
    • Plenary Pals
      • Choose a small group/pairs to run the plenary session
      • Stop before rest of class to give them time to prepare
      • Their job is to link back to the main objective – the W.A.L.T. of the session
    • Colour-Coded Compliments
      • * Students highlight features of work that meet
      • the success criteria
      • * Can extend by asking girls to use another colour to highlight very good examples
      • * And a third colour for areas that could be stronger
    • Recalling facts: Grandma’s Trunk
    • Understanding: Flyswatter
    • http://www.youtube.com/watch?v=0WhuikFY1Pg
    • Pass the parcel
      • Layer of the parcel alternate between a question/task & one containing a small prize, e.g. box of raisins
    • Don’t Skimp or Skip the Plenary!
      • Last five minutes of Dr. Who…
      • Often weakest
      • Often least active
      • Outstanding lessons: an active plenary
    • Trash it
      • Tick marking
      • Bog-standard teacher-led Q&A sessions
      • A selection of students reading out their work (like other people’s holiday photos)
      • ...traffic lights (controversial!)
    • AfL = Super Teacher!